we do in the name of "defense" and too often grumble at the expense. What we need is a national effort on a scale far larger than anything we have done so far, an effort that is forward-looking and positive, that shows a realization that the world is now going through the greatest transformation in the history of civilization. We have allowed a great gap to develop between what we need if we are to realize our potential as a great and free nation in the future and what we are putting into our educational system. By comparison, we still have the best system of universal education in the world, but this is no ground for complacency when we think how much better it could be, and will have to be, if we are to prepare for the future. We have some of the finest schools, colleges, and universities in the world, but when the majority of our educational institutions are judged by the standards of the best, our national performance is mediocre. So far we have successfully produced the trained intelligence needed to run a complex industrial society, but we are not providing for the future. We are not producing enough teachers for 1970, nor enough scientists, engineers, or professional men in other categories. In some areas, those we are providing are not as well qualified as once was the case. In 1954, for example, 40 percent of the teaching faculties in our colleges and universities had the Ph. D. degree. According to a recent research report of the National Education Association only 25.8 percent of the new college teachers appointed in 1960-61 had the Ph. D. When we pass from our own national needs to the needs of the free world our present inadequacies are even more apparent. We are not prepared to meet the great demand that now exists for expert advice among the nations that are embarking on plans for their development. If the United States and the other free nations of the world cannot provide this assistance, others stand ready to do so. There are many instances when the Soviet Union has offered to furnish teams of experts on assignment while we combed the country for an expert or two who might be able and willing to do the job. Economists who understand the problems of development are in notoriously short supply. So are trained linguistic scholars who are in great demand to help set up programs in the teaching of English as a second language. These are only two examples of the kind of need which our present educational efforts are failing to meet. There is only one answer: we must not only raise our sights in education considerably but also refocus them on the target of the totality of what this Nation must do if it is to maintain its leadership in the free world. This is the task Senator Clark has called the problem of "staffing for freedom.” In a recent article he has warned us that "if we cannot staff freedom adequately, history will again take note before the end of this century, as it has before, that an unmobilized society cannot compete successfully with one that is fully mobilized." The situation is serious, even ominous. We cannot afford any further delay in doing something about it. The cost in money is trivial compared to the cost of failure. The Brookings Institution has estimated that in 1958 all educational expenditures from public and private sources amounted to 4.6 percent of the gross national product, and that for higher education less than 1 percent was spent. There is no question whatever that this country can afford the cost of building up its educational resources to respond to the challenge of the new world now approaching at incredible speed. What is really needed is the vision and the will. The education bills now before this Congress are only a beginning on the job that will have to be done, not only by the Federal Government, but also by all sectors of the public. It will be a tremendous enterprise, much more difficult in a democracy than in a totalitarian society, but that is all the more reason for starting as soon as possible. Senator MORSE. Our next witness will be Dean Roberts of the University of Indiana, and representing the American Association of University Women. I want to ask that there be published a letter I have received from Mrs. Alison Bell, legislative program associate of the American Association of University Women, setting forth the remarkably fine qualifications of our next witness. (The letter referred to follows:) Hon. WAYNE MORSE, AMERICAN ASSOCIATION OF UNIVERSITY WOMEN, Chairman, Subcommittee on Education, Senate Committee on Labor and Public Welfare, Washington, D.C. DEAR SENATOR MORSE: It is the association's privilege to present as its representative to this subcommittee Dr. Eunice Roberts, who is the assistant dean for undergraduate development for women's educational programs at Indiana University in Bloomington. Dr. Roberts' professional experience is in teaching and administration. She has served as the head of Modern Language Department at Eastern New Mexico University, as its dean of student personnel and as director of its summer school session. Her experience is also international. She has served as a visiting lecturer on American education at the International College, Elsinore, Denmark and has worked actively in Councils for UNESCO in the United States. She attended the XIII Conference of the International Federation of University Women in Helsinki in 1959 as a member of the American delegation. Mrs. Roberts served for several years as chairman of the association's committee on higher education which is responsible for the review of applications from colleges and universities applying for recognition of their women graduates for membership in the AAUW, and which directs the association's study program in higher education. As such she has been a member of the legislative program committee. Mrs. Roberts will be happy to answer any questions asked of her to the best of her ability. Sincerely yours, (Mrs.) ALISON BELL, Legislative Program Associate. Senator MORSE. Dean Roberts, will you come forward. You may proceed in your own way. We are very happy to have you, indeed. STATEMENT OF EUNICE C. ROBERTS, IMMEDIATE PAST CHAIRMAN, HIGHER EDUCATION COMMITTEE, AMERICAN ASSOCIATION OF UNIVERSITY WOMEN Dean ROBERTS. Thank you, sir. I appreciate the opportunity to testify before this subcommittee. You have, I think, in your hands a prepared statement, and I know some of the problems you have been having about time for these hearings. I shall not read this statement. Senator MORSE. Your full statement will be incorporated in the record. Dean ROBERTS. I should respectfully request that that be done. I should like to comment on a few points made in this statement and then, if I may, on some additional points and, of course, shall be most happy to attempt to answer questions that members of the subcommittee might like to ask. You know, I am Eunice Roberts and I am immediate past chairman of the Committee on Higher Education of the American Association of University Women, which is an association of about 148,000 women college graduates, organized in almost 1,500 branches in all the States and in Guam and the District of Columbia. The association from the time of its founding in 1882 has been interested in opening up opportunities for higher education for women and for men and women in the early years, perhaps primarily for women then. In recent years the interests of the association have concerned themselves with educational opportunities for all young people, men and women, and at all levels of education. This interest has been manifested and has manifested itself in a number of ways which I will not go into. Among other things, however, the establishment of scholarship programs for under graduate college work. This has been done only on a local basis in scattered communities but has been substantial over the years amounting to, we know, at least $300,000, and almost 2,000 scholarships. As early as 1890 the association established a program of graduate fellowships for women partly because there were relatively few available for women at that time, and the committee might be interested in the fact that this association is, we believe, the first organization to provide graduate fellowships for students, men or women, on a national competition basis, other than the fellowships which individual educational institutions provided. There is now a market value of more than $3 million in the invested endowment funds and additional amounts raised each year, and at least 1,500 women have profited by the opportunity for graduate study under this program. This is mentioned to indicate to the subcommittee the long-term interest of my association in higher education and providing opportunities for higher education. In recent years the association has taken a stand at each of its conventions, including the most recent one in this past June here in Washington, supporting the principles on which we believe higher education should be provided for young people in the country and, perhaps, I might just quote one statement from a resolution just passed a few months ago: The association will support measures in education beyond the high school which would insure a balanced educational program of quality— and I should like to make a comment on the meaning of that word "balanced" later an increase of the supply of qualified faculty members, a reduction of financial barriers to higher education for qualified students, and financial assistance to regionally accredited institutions for the improvement and extension of facilities. Specific legislative items under the principle set forth in that resolution have been adopted by the association, and the association would support the program of scholarships in the bill, for example, which is under discussion. The association was happy that the National Defense Education Act was passed and believes it has provided an important and, indeed, an essential service to the colleges and universities of the Nation, and that it has been well administered. We should like to have had certain modifications at the time the bill was first in hearings, but we believe it is a good policy and a good bill, and that it has been substantial and significant in its contribution to higher education. We should very much like to see the disclaimer affidavit removed from the bill as it is amended in the future. The scholarship program, I was interested in the comments made a moment ago by the subcommittee about loans and scholarships with respect to women students. I thought, perhaps, I agreed with the things Dr. Burkhardt said, but I thought, perhaps, I ought to point out that not only is a loan for a woman student-it might be a deterrent to marriage, but, perhaps, more important than that it affects the marriage pattern of the young couple after they are married. It quite possibly causes the postponement of a family. I should like to suggest also that the women help to pay off the debt for the men sometimes. My association is strongly in support of the provision of the Federal funds for the building of academic facilities. This we know is a new suggestion and a departure in Federal legislation. We support a strong national scholarship program which is a part of the bill under consideration. In my own judgment, there has never been a time in the history of the country, indeed in the history of the world, when it is so important for the free nations of the world to educate to the highest potential possible young people in the care of the institutions, all institutions, of education, and I am speaking specifically of higher education. There is a social loss in the loss of every youngster to higher education who has an ability to proceed to a baccalaureate degree or higher, and we would hope this scholarship program for undergraduate work would encourage many of the youngsters who, through it, are able to get the baccalaureate degree to go on for higher education or, indeed, not only does it seem to us that it is necessary to train technicians, people in the fields of the sciences as a matter of national defense, but that it is equally important that we educate on a higher level young people in the humanities and the social sciences. It may well be that our security and the security of the free world is not as importantly scientific and technological as it is important in other areas and in other directions. I would like to comment on one aspect of various legislation proposed in higher education at the present time because I observed testimony presented to the subcommittee has covered it by several other people. I should like to this is a personal reaction and is not a stated opinion of my association-I should like to speak against separate legislation for junior colleges, 2-year colleges, community colleges. I should like to do this because I believe that while in some parts of the country they are the answer to providing adequate higher education, in other parts of the country they are not the answer, and legislation which makes it possible to support such institutions but is not exclusively for those institutions, will provide the States with opportunities to determine what, in higher education, is most useful in the particular States. In my own state we have a survey which convinces all of us who have dealt with the problem that junior colleges are not the answer in Indiana, and I have a map which members of the subcommittee might be interested in seeing, incidentally, just to show the differences in different parts of the country, and that shows that about 92 percent of the high school graduates in the State are able to attend college, at least the first 2 years within a 35-mile radius of their homes. Senator MORSE. That map will be included as part of the record. Dean ROBERTS. Thank you. I can provide a better copy. (The map referred to follows:) |